초록 열기/닫기 버튼
본 연구는 최근 교육개혁의 흐름에 따라 나타난 마을교육공동체를 Engestrom의 역사·문화적 활동이론 관점에서 분석하여 활동의 갈등과 모순을 분석하였다. 본 연구의 연구대상은 G광역시 A구의 마을교육공동체의 활동에 참여하고 있는 참여자와 공동체이다. A구의 마을교육공동체 활동체제의 구성 요소 간 주요한 갈등과 모순을 정리하면 다음과 같다. 첫째, 참여 주체들간의 교육에 대한 인식과 목표의 차이로 참여율이 저조하며 교육의 중심에 있어야 할 학생이 피해를 보는 모순이 발견되었다. 둘째, 지역의 발전과 학교 교육력을 제고 하는 목표를 달성하기 위한 과정에서 학교와 마을 간에 교육운영방식에 대한 견해 차이로 사업의 추진에 어려움을 겪고 있다. 셋째, 시행초기라서 관리 시스템이 체계적이지 않아 공동체별(마을, 학교, 교육청, 지자체 등) 소통의 어려움이 나타났다. 넷째, 마을별, 학교별, 인적·물적 자원의 활용의 능력 차이로 인해 공동체별 사업의 부익부 빈익빈 현상이 나타났다.
This study analyzed the Village-Based Education case that has emerged as the trend of education reformation from the perspective of the Engestrom's historical and cultural activity theory(CHAT). The main purpose of this study is to explore the constitution of the activity system and various contradictions within it. The subjects of this study were community and participants including village activists, students, and teachers participating in the activities of Village-Based Education in A District, G City. In order to analyze the interactions among the constituent elements of the Village-Based Education in A District. The results of this study showed that A community of villages has many contradictions in relation to each other or to other external systems of activity. Followings are the summary of the aspects of conflicts and contradiction. First, participants are limited to the part of the community because of the goal conflict between the subjects(participants). For example, there are few activists, students, parents and educators who agree with the importance of the Village-Based Education and eagerly take part in. Second, there was a conflict between the school and the village regarding the way of running education system. Third, participants were not sure whether the project will be sustained due to the inadequate management system of Village-Based Education and unstable budget. Fourth, the polarization of wealth has set in the each community system because there was differences among schools and villages on the way to use the resources effectively. Fifth, there are relatively less programs on and for the communities than programs of culture, art, sports. The majority of programs are about experiencing natural ecology and career. Sixth, Communities (towns, schools, education offices, municipalities, etc.) had difficulty communicating sufficiently.
키워드열기/닫기 버튼
Vilage-Based Education, Engeström's historical and cultural activity theory(CHAT), System of Vilage-Based Education, Conflict betwen the subjects
